Page 48 |
Save page Remove page | Previous | 48 of 126 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
43
During the analysis, it was important to determine whether individuals within the District had knowledge of the District goals and priorities and how to achieve their performance goals related to these overarching goals of the District. According to Clark and Estes (2002), people are often unaware of their own lack of knowledge and skills or are reluctant to disclose weaknesses, therefore; the inquiry questions where framed in a manner that were general in terms, without leading an individual to speak about specific individuals. The analysis sought to identify gaps in knowledge and skills related to the District goals and how the current practice, specific to the particular role group, moved the District toward the goal.
Motivation is a little more complex as it involves internal psychological processes that create a desire to be involved and participate in the process of achieving the goals. Motivation can be created by internal and external factors including people‘s own beliefs and values, and the credibility of the leaders who are leading the change within each school site. The level of knowledge and skills can also impact the motivation level of the participant. For example, if a teacher is expected to provide instruction to students with varying degrees of current ability in a content area or in the English language, however; the teacher is not trained to provide differentiated instruction, both the teacher and the students have an increased risk of failure which may result in a decline in motivation throughout the teaching and learning process and even more if there is constant failure for both the teacher and the students who may already be underserved. Additionally, if there is no clear goal or there are too many goals that are not aligned, the individual may feel
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 48 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 43 During the analysis, it was important to determine whether individuals within the District had knowledge of the District goals and priorities and how to achieve their performance goals related to these overarching goals of the District. According to Clark and Estes (2002), people are often unaware of their own lack of knowledge and skills or are reluctant to disclose weaknesses, therefore; the inquiry questions where framed in a manner that were general in terms, without leading an individual to speak about specific individuals. The analysis sought to identify gaps in knowledge and skills related to the District goals and how the current practice, specific to the particular role group, moved the District toward the goal. Motivation is a little more complex as it involves internal psychological processes that create a desire to be involved and participate in the process of achieving the goals. Motivation can be created by internal and external factors including people‘s own beliefs and values, and the credibility of the leaders who are leading the change within each school site. The level of knowledge and skills can also impact the motivation level of the participant. For example, if a teacher is expected to provide instruction to students with varying degrees of current ability in a content area or in the English language, however; the teacher is not trained to provide differentiated instruction, both the teacher and the students have an increased risk of failure which may result in a decline in motivation throughout the teaching and learning process and even more if there is constant failure for both the teacher and the students who may already be underserved. Additionally, if there is no clear goal or there are too many goals that are not aligned, the individual may feel |
